1.

Select a CM approach which you think is suitable for a multi-cultural classroom,

Justify your choice.

Behavioural approach is suitable for a multi-cultural classroom as Behaviourism is a psychological
perspective whose explanations about learning are based on the relationship between observable behaviours
and environmental events rather than on internal processes.
Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Dr. Marvin
Marshall described in his 2001 book, Discipline without Stress, Punishments or Rewards.[11] The approach is
designed to educate young people about the value of internal motivation. The intention is to prompt and
develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn. The
most significant characteristics of DWS are that it is totally no coercive (but not permissive) and takes the
opposite approach to Skinnerian behaviourism that relies on external sources for reinforcement.
Classroom management is a term used by teachers to describe the process of ensuring that classroom
lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of
disruptive behaviour. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing
problems in this area causes some to leave teaching altogether. In 1981 the US National Educational
Association reported that 36% of teachers said they would probably not go into teaching if they had to decide
again. A major reason was "negative student attitudes and discipline".[1]
According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes
increasingly more difficult for them to regain that control.[2] Also, research from Berliner (1988) and Brophy &
Good (1986) shows that the time a teacher has to take to correct misbehaviour caused by poor classroom
management skills results in a lower rate of academic engagement in the classroom.[3] From the students
perspective, effective classroom management involves clear communication of behavioural and academic
expectations as well as a cooperative learning environment.[4]
Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain
a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds
regarding educational psychology. A large part of traditional classroom management involves behaviour
modification, although many teachers see using behavioural approaches alone as overly simplistic. Many
teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008),
rules give students concrete direction to ensure that our expectation becomes a reality.[5]
They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive
consequences when rules are followed and negative consequences when rules are broken. There are newer
perspectives on classroom management that attempt to be holistic. One example is affirmation teaching,
which attempts to guide students toward success by helping them see how their effort pays off in the
classroom. It relies upon creating an environment where students are successful as a result of their own
efforts.[6] By creating this type of environment, students are much more likely to want to do well. Ideally, this
transforms a classroom into a community of well-behaved and self-directed learners and it is suitable for
multicultural classroom.